Progressivism and the GNVQ: context, ideology and practice

Abstract In England, the new General National Vocational Qualification (GNVQ) has had a troubled and turbulent introduction. However, while it has generated a rapidly growing literature, the relationship with a progressive ideology has been relatively underex‐plored. In setting the scene for this special issue, this article explores the complex and multidimensional relationships between progressivism, vocationalism, of various types, and the GNVQ. It concludes that GNVQs cannot be seen as unequivocally progressive. Rather, somewhat emasculated ghosts of progressivism live on, competing with alternative educational ideologies and practices in a largely hostile environment of ‘controlled vocationalism’.

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